Partner Teacher Role

The term “teacher leader” is commonly heard within educational circles today, but arriving at a clear definition

Whether a novice or experienced teacher, their role is always a progressive one, as “in learning you will teach, and in teaching you will learn” (Collins P, 1999). Teachers, just like learners, will learn/develop by reflecting on their practice and work by discussing this with other teachers and receiving feedback from learners; it is very important for teachers to be reflective and critical of their teaching (Calderhead, 2015) in order to ensure that learners are receptive and engaged in the material being covered. This essay will explore the key roles and responsibilities of a teacher within the Further Education sector and examine various UK policies and legislation within education such as the Prevent strategy, the safeguarding of children and vulnerable adults within education and training. In every occupation and in every sector; there are specific roles

“Leaders don 't create followers, they create more leaders,” Tom Peter famously proclaimed. As the principal of Crestview Elementary, I have always taken this quote to heart by continuous striving to empower my faculty and staff. Most recently, I have decided to train my assistant principal, Kathy Robinson, who was appointed to her position this summer after ten years as a classroom teacher. I quickly recognized that she possessed many of the qualities that make great leaders. Kathy is an excellent communicator, a great problem solver, innovative, very personable, and cares about the students and staff (Sheninger, 2011). Therefore, I have decided to mentor her and hone her skills so that she will be prepared for a transition to the role of principal.

She has been at the forefront of the implementation of collaborative team teach models in special education classrooms. It is this passion that has inspired me to be a better teacher and hopefully an inspirational administrator. The leadership style in which Ms. Faucher exemplifies is a mixture of transformational and transactional. The transformational leader is dependent on communication and collaboration. Ms. Faucher attends PLC meetings and works with her faculty on breaking down data to better assist her students.

First, complete this sentence with at least 4 ideas— “Co-teaching is like a professional marriage because……”

As the Assistant Principal on our campus, my role as a collaborative leader is to support our students, instructional and administrative staff and school, to foster a shared vision, in addition, to providing leadership to help increase student achievement for all students. Our goal is to establish high expectations, focusing on results and academic achievement while keeping in mind, all decisions are based on what is best for our students.

Co-teaching is a model used in many schools today. The class consists of special education students in the general education setting. It emphasizes collaboration and communication among leaders. According to studies, special education students benefit from a collaborative approach using the co- teaching model rather than a traditional classroom where they are separated from their peers. There are six co-teaching models that teachers can choose from. The teachers use the best model that works best for both teachers. These students are mainstreamed in an instructional environment in a general education classroom with two teachers instead of one. Students are performing better on standardized tests since being in an inclusive classroom and are receiving more one to one attention by the teachers. Several studies that were researched involved teachers in the co-teaching classroom from grades K-12. It shows teachers are not getting enough support and training to teach collaboratively in an inclusive setting. Research shows that the results received from the surveys submitted by the schools show that there are benefits and challenges that teachers and students experience in a co-taught class. Students confirmed that the co-teaching model is beneficial because it enhances their academic and behavioral performances in the classroom.

I find myself being a group leader in the classroom more than any other. Being a group leader can be a difficult job, many obstacles are faced. My main goal as a leader in the classroom is to make sure everyone is doing their part and that the work gets turned in on time. Depending on who you are paired with it can be hard to obtain this goal.

The main objective of the INSHIP project is to create an innovative teaching practice partnership model in the European context of pre-service teacher education aiming to achieve higher level of quality assurance in higher education and contributing to strengthening the professional competences of pre-service and in-service teachers, with a realistic options of its transferability to study programmes beyond the target higher education

An effective leader builds relations with staff and students by supporting in classroom activities. Relationships are built through conversations in hallways, cafeterias, and athletic fields. Caring, compassion and empathy are cornerstones to a meaningful educational relationship.

On a district level, there could have been more done to implement pro-inclusion and teacher collaboration. The district should have ensured that teachers had additional resources needed to promote positive teacher collaboration in the classroom. First, before any training sessions and collaboration had taken place, the school district should have provided information to teachers and staff of the reasons for implementing the co-teaching and pro-inclusion policy in the classroom. From the beginning, the district should have had the principal schedule staff meetings to provided information about the benefits of co-teaching and the main objective for the school implementing the pro-inclusion policy in the classroom. If the teachers are well-informed that co-teaching is essential in educating their students with disabilities by providing academic and social support, motivation and student achievement, it may have helped the teachers build trust and rapport when working together in the classroom. The focus of the teachers may have then shifted from being directed at each other to now working together and

Teacher collaboration is a must to help grow teachers in content and best practice strategies. No longer can teachers be isolated, but need to work with other teachers to focus on what material and instruction needs

Very interesting questions, Tim. Is a designated leader needed for teacher collaboration? I believe that is your question. When I was a teacher at Carmel High School, we held PLC meetings weekly. During the first year, the administration appointed leaders to each PLC. The second year, the administration team changed their directive and allowed teachers to form their own PLC's in groups of 4-5, following the same format as the previous year. What happened when they allowed the staff an option of their team and leaders was amazing. The staff took, what during the first year as a directive, and during the second year with given the room to self-identify their group leader, outcomes started to occur. From that point on, annually the teachers

A great leader creates an environment in which teachers feel a sense of empowerment. This means that the leader is able to recognize the different strengths and weaknesses that each individual staff member has. The leader is then able to provide the teacher with opportunities to better themselves through staff development or with other empowering trainings. Secondly, a great leader is able to identify when the morale is low within the school. Low morale can become very toxic in a school if it is not properly addressed. A great leader is able to ensure that all teachers feel that they are valued and highly respected. It is important that the principal is aware of all past and current procedures that promote professional compliance. TEA Principal Stand I; Competency 003 states: “Standard I: Learner-Center Values and Ethics of Leadership: A Principal is an educational leader who promotes the success of all students by acting in an ethical manner. The Principal knows how to: (B) Implement policies and procedures that promote professional educator compliance with The Code of Ethics and standard Practices for Texas Educators.” (Texas Education Agency2010)

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.